Design interaction so learners modify their utterances in response to negative feedback¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article's rationale, drawing on the output hypothesis, is that when learners modify their previous utterances in response to negative feedback, learning opportunities are created by both the provision of negative feedback and the production of modified output. Tasks should therefore be arranged so that interlocutor feedback pushes learners to reformulate their utterances rather than merely receive corrections. The study's own finding supports the modified-output side of this design.

Design Implications¶

Context¶

Requirements¶

• Interlocutors who provide negative feedback and tasks that give learners opportunities to produce modified output.

Constraints¶

• The study tested this with adult Thai EFL learners on communicative tasks targeting question forms.

Target Learners¶

• Second/foreign language learners in communicative interaction

Target Learning Goals¶

• Accurate, appropriate L2 production, here question formation

Claims¶

• Producing modified output involving developmentally advanced question forms in response to negative feedback is the only significant predictor of ESL question development [+W]
• The provision of negative feedback alone did not significantly predict ESL question development in this study [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Kim McDonough. (2005). IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT. Studies in Second Language Acquisition, Volume 27, Issue 1. https://doi.org/10.1017/S0272263105050047